FHSS | Frontiers in Humanities and Social Sciences
← Back to Volume 6, Issue 10

Research on Physical Education Teachers' Digital Literacy under the TPACK Framework: Progress, Problems, and Prospects

Lan Luo
Vol. 6, No. 10, pp. 24-33, 2026 DOI: 10.54691/7g6qnk03 October 19, 2026
Download PDF
Abstract.With the in-depth advancement of the digital education strategy, physical education (PE) teachers' digital literacy has become a critical issue in the digital transformation of physical education. The TPACK framework provides a structured analytical perspective for understanding teachers' technology integration capabilities. This paper systematically reviews the developmental trajectory, core progress, and existing challenges of research on PE teachers' digital literacy within the TPACK framework. It is found that this field has evolved from conceptual introduction to disciplinary adaptation, and from theoretical discussion to targeted intervention, achieving phased achievements across three dimensions: theoretical exploration, practical application, and assessment tools. However, existing research still faces multiple constraints, including an insufficient theoretical integration between TPACK and digital literacy, homogeneous research methods with uneven population coverage, inadequate practical translation, a lack of disciplinary adaptation, and the long-term neglect of rural PE teachers. Future research should focus on deepening the physical-education-specific adaptation of the TPACK framework, expanding the scope of research methods and participant coverage, facilitating the translation of theory into practice, actively addressing issues surrounding emerging technologies such as artificial intelligence (AI), and advancing the field from "conceptual introduction" to "disciplinary construction" and from "status-quo description" to "targeted empowerment."
Keywords. TPACK framework; physical education teachers; digital literacy; research progress; disciplinary adaptation.
APA Citation Lan Luo (2026). Research on Physical Education Teachers' Digital Literacy under the TPACK Framework: Progress, Problems, and Prospects. Frontiers in Humanities and Social Sciences, 6(10), 24-33. https://doi.org/10.54691/7g6qnk03

References

  1. Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70.
  2. Angeli, C., & Valanides, N. (2008, March). TPCK in pre-service teacher education: Preparing primary education students to teach with technology. Paper presented at the Annual Meeting of the American Educational Research Association, New York City, NY.
  3. Yin, Z., Jiang, J., Liu, H., et al. (2025). High quality cultivate path of digital literacy for physical education teachers. Journal of Tianjin University of Sport, 40(5), 497–505. https:// doi.org/ 10.13297/j.cnki.issn1005-0000.2025.05.001
  4. Xu, W. X. (2025). Development and examination of digital literacy scale for primary and secondary physical education teachers under the background of educational digitization. Journal of Physical Education, 32(6), 102–111. https://doi.org/10.16237/j.cnki.cn44-1404/g8.2025.06.012
  5. Li, S. J., Li, W., & Yang, T. (2024). Crossing the digital divide: The construction and improvement of digital literacy of PE teachers in primary and secondary schools. Education Research Monthly, (12), 85–93. https://doi.org/10.16477/j.cnki.issn1674-2311.2024.12.004
  6. Huang, M., & Liu, G. M. (2024). The development path of digital literacy for higher vocational teachers from the perspective of TPACK theory: A case study of transportation and civil engineering majors. Vocational Education, 23(12), 39–44.
  7. Shang, L. P., & Cheng, C. Y. (2017). Research on TPACK development of physical education teachers. Sports Culture Guide, (7), 124–129.
  8. Liu, Y. Y., & He, M. X. (2018). TPACK structure and generation of physical education teachers: From knowledge field to learning community. Journal of Shenyang Sport University, 37(1), 113–117, 137.
  9. Zhong, J., & Yan, X. B. (2017). On the development of college PE in the perspective of TPACK. Sports Science and Technology, 38(4), 150–153. https://doi.org/10.14038/j.cnki.tykj.2017.04.107
  10. Zhou, Y. (2025). Research on the development of digital literacy ability of physical education teachers in the new era. Times Figure, (30), 180–182.
  11. Cheng, X., Wei, F., & Shen, X. (2026). Empowerment mechanism and optimization path of digital literacy for college physical education teachers in the context of educational digital transformation. New West, (4), 166–171.
  12. Wang, H. T., & Xu, Y. (2014). Design and application of badminton teaching practice platform for physical education majors in normal universities based on TPACK framework. Journal of Yangtze University (Natural Science Edition), 11(34), 102–105. https://doi.org/10.16772/j.cnki.1673-1409.2014.34.038
  13. Xie, Y. J. (2026). Enhancing the digital literacy of physical education teachers in primary and secondary schools under a tiered cultivation model. Journal of Guangxi College of Education, 41(1), 58–68. https://doi.org/10.20208/j.cnki.1006-9410.2026.01.006
  14. Fu, Y., & Qiu, L. Q. (2018). A study on the current status of TPACK composition dimensions of rural primary school physical education teachers. Contemporary Sports Technology, 8(6), 202–203. https://doi.org/10.16655/j.cnki.2095-2813.2018.06.202
  15. Liu, Q. (2022). Research on TPACK ability of college physical education teachers in Inner Mongolia Autonomous Region. Journal of Chifeng University (Natural Science Edition), 38(9), 80–84. https://doi.org/10.13398/j.cnki.issn1673-260x.2022.09.023
  16. Zhang, G. D., & Ouyang, Z. P. (2023). On teaching ability development strategy of physical education teachers in colleges and universities in Shanxi Province based on TPACK perspective. Wushu Studies, 8(1), 139–142. https://doi.org/10.13293/j.cnki.wskx.009885
  17. Ma, A. Q., Jiang, Q., & Zhao, W. (2018). Research on influences and prediction model of teachers‘ ICT application ability: From the perspective of integration of human, technology and knowledge. Modern Distance Education, (6), 21–33. https://doi.org/10.13927/j.cnki.yuan.2018.0059
  18. Cong, B., & Jin, Y. W. (2021). Promotion of informationized teaching ability of physical education teachers in colleges and universities in the Information 2.0 Era. Journal of Shenyang Sport University, 40(1), 40–48.
  19. Xie, K. (2020). Development of sports students in TPACK ability scale and its reliability and validity. Journal of Shaoguan University, 41(12), 58–63.
  20. Wang, J., Samsudin, S., & Hidayat, R. (2026). Technological pedagogical content knowledge (TPACK) in physical education teacher education (PETE): A systematic scoping review. Quest. Advance online publication. https://doi.org/10.1080/00336297.2026.2645079